Images of Old Hawaiʻi

  • Home
  • About
  • Categories
    • Ali’i / Chiefs / Governance
    • American Protestant Mission
    • Buildings
    • Collections
    • Economy
    • Missionaries / Churches / Religious Buildings
    • General
    • Hawaiian Traditions
    • Other Summaries
    • Mayflower Summaries
    • Mayflower Full Summaries
    • Military
    • Place Names
    • Prominent People
    • Schools
    • Sailing, Shipping & Shipwrecks
    • Voyage of the Thaddeus
  • Collections
  • Contact
  • Follow
You are here: Home / Categories

November 15, 2022 by Peter T Young Leave a Comment

OR&L – The Early Years

“The science of transportation, as demonstrated by the railroad and steamboat promoters of this age, has been clearly shown to be the principle upon which the astounding commercial progress of the United States is founded.”

“The vast trans-continental systems, with their ramifications, have carried millions of people from Europe and the Atlantic states into the unbroken west, tapped the treasures of mine, forest and farm, developed a hundred industries where none was known twenty-five years ago, built cities and added to the nation’s wealth a hundred fold.”

“Within the past year Hawaii has started in the footsteps of America by projecting a railroad around the island of Oahu, and actually perfecting, within the period from April 1st, 1889, to January 1st, 1890, a well equipped railroad in running order, extending from Honolulu along the southern shore of the island to a temporary terminus at Ewa Court House, a distance of twelve miles.”

“It was five years ago that Mr. B. F. Dillingham advanced the idea of building a steam railroad that should carry freight and passengers, and conduct business on the most improved American methods.”

“A hundred men told him his scheme was infeasible where one offered encouragement. He believed he was right, and so put forth every endeavor to secure a franchise, which was granted to him only after vigorous legislative opposition to the measure.”

“The incorporation of the Oahu Railway & Land Company with a capital stock of $700,000 was the next step in the venture, but not an easy one by any means, as home capitalists were timid at that time, and few would believe that the soil of Oahu was worth developing to the extent of Mr. Dillingham’s plans.”

“A small number of gentlemen, notable among whom was Hon. Mark P. Robinson, came forward at the right time and purchased enough stock and bonds to set the enterprise on foot.”

“With all the disadvantages that remoteness from the manufacturing centers of America offered, Mr. Dillingham undertook the contract of building and equipping the railroad. Rails were ordered in Germany, locomotives and cars in America, and ties in the home market; rights of way were amicably secured, surveyors defined the line of road, and grading commenced.”

“The work was prosecuted with the utmost speed consistent with stability and safety, and there was hardly a day’s delay from the time grading commenced, in the spring of 1889, till September 4th following, when the first steam passenger train, loaded with excursionists, left the Honolulu terminus, and covered a distance of half a mile.”

“It was the initial train, and the day was Mr. Dillingham’s birthday, a period he had designated when he secured his franchise, exactly twelve months before, as the natal day of steam passenger traffic on Oahu. The little excursion was a success, as far as it went.”

“On November 16th, His Majesty’s birthday, the formal opening of the road took place. Trains ran to Halawa and back all day, carrying the public free.”

“Following this event, which marked a significant epoch in the commercial history of this Kingdom, the Oahu Railway & Land Company opened the doors of their commodious offices in the King Street depot for business.”

“Simultaneous with the commencement of business was the acquisition, by the OR&L Co, of a fifty-year lease of the Honouliuli and Kahuku Rancho’s 60,000 acres, and the purchase of 10,000 head of cattle running thereon.”

This vast area, hitherto utilized as a stock range, is, under the manipulation of the railroad people, becoming one of the garden spots of the Kingdom.”

“Two new corporations of sugar planters, the Ewa plantation and Kahuku plantation-capitalized at $500,000 each, have each secured from the railroad leases of from 5,000 to 10,000 acres for sugar cultivation. Cane is now growing on a part of the lands.”

“These two great agricultural enterprises, the direct outgrowth of the railroad movement, confer valuable pecuniary benefits on the business men and mechanics of Honolulu.”

“Artesian wells, yielding a bounteous flow of water, supply the means of irrigation, and make possible in that section of the island what almost every one but the promoter of the railroad formerly believed to be impossible-the culture of sugar cane on a large scale.”

“This abundance of water, which is obtained by the mere sinking of wells, has stimulated other agricultural pursuits on the railroad’s lands.”

“Ever since the day traffic was begun, the railroad people have been pushing forward in their good mission of banding the island with iron rails.”

“The quiet precincts of Pearl Harbor were first invaded by the locomotive in December, 1889, and in the following month Ewa Court House was reached.”

“Graders and track layers are still marching on. Pearl Harbor signifies something more than a mere body of water. It is a series of picturesque lochs, connected with the sea, but sufficiently protected from the encroachments of the breakers to render its waters calm and placid, whereby boating, bathing, and fishing may be enjoyed in all the fulness of those pastimes.”

“The new town of Pearl City, another offspring of our railroad enterprise, rests on one of the loveliest slopes of Pearl Harbor’s borders.”

“A handsome depot and several residences built in new styles of architecture present a decidedly attractive appearance. The town is bisected by a wide boulevard, from either side of which extend well graded avenues. Pearl City will afford pleasant homes for those who desire recreation after the day’s toils in Honolulu.”

“Another prominent feature of Pearl Harbor’s improvements is a pavilion, seventy feet square, built by the railroad company. This is designed for the accommodation of picnic parties, and, being embowered by a grove of choice tropical trees, furnishes the sylvan environment so essential to the pleasure of the conventional picnic.”

“Chief among the ends secured by facilitating the shipment of produce from the interior to the seaboard is the conjunction of ship and car, a principle that Mr. Dillingham had in view when he launched his railroad venture.”

“This project, involving the construction of a wharf from the present railroad terminus at Iwilei to deep water in Honolulu harbor, is being carried out.”

“Only three or four cities in the United States claim this superior arrangement for rapid and economic transfer of freight, and it certainly becomes a progressive movement on the part of Honolulu when our railroad cars bring sugar, bananas and rice from plantations on the northwest side of the island directly to ship’s tackles.”

“The wharf now being built is 200 feet long and sixty feet wide. The piles are tornado proof, and the whole structure is put up with an eye to strength and durability. Its usefulness will be appreciated when, in 1892, the first crop of Ewa Plantation will, with only a nominal cost of handling, be placed in the hold of out-bound packets.”

“The company are reclaiming in the vicinity of the wharf thirty acres of tideland, which will prove very valuable water frontage.”

“Banana and rice planters along the line of the railroad will not be slow to avail themselves of the shipping advantages provided by the meeting of ship and car.”

“Bananas can be cut from the plant on the morning a vessel sails, and will arrive in the California market in a much better condition than those heretofore transported by horse and mule back from the interior.”

“Hawaiian rice, which commands a higher price in American markets than the South Carolina product, can be placed in San Francisco at a lower figure than formerly.”

“While the banana and rice traffic will be stimulated to a greater extent here than in any other country on the globe, the advantage given to sugar, the staple commodity of the Kingdom, will be heightened to an extraordinary degree.”

“In no other country have we the spectacle of sugar being taken from the hnill directly to ship’s tackles. In Manila, Jamaica and Cuba, and even in Louisiana and Mississippi, the process of transportation is slow, laborious and expensive, reducing the profits of the planter to a minimum.”

“The Oahu Railway & Land Company are nothing if not progressive. It is difficult at this stage of the corporation’s history to convey an idea of what will be accomplished at the close of the year 1890.”

“The projection of branch roads, the importation of locomotives and cars, the improvements around Pearl Harbor and the track laying beyond Ewa are circumstances of the present that indicate preparations for an enormous business.”

“The branches or spurs now under way are, one extending into the Palama suburb, having its terminus at a stone quarry, and the other is a line running along the peninsula at Pearl City.” (Whitney; Tourist Guide, 1890)

© 2022 Hoʻokuleana LLC

Filed Under: Prominent People, Economy Tagged With: Oahu Railway and Land Company, Benjamin Franklin Dillingham, OR&L

November 14, 2022 by Peter T Young Leave a Comment

Sun Mei

Most of the attention is placed on his famous brother, however several historians feel that without the fostering and support, the younger brother would not have succeeded in his endeavor.

The older brother, born in 1854, was named Sun Dezhang, he was also known as Sun Ahmi and Sun Mei (we’ll use the latter for the rest of the story.)

The younger brother, born in 1866, was known as Tai Cheong, Tai Chu, Sun Wen and Sun Deming (we’ll use the Cantonese pronunciation of the name he was given at baptism (in 1884) – pronounced Yat-sen.)

Gold was discovered in 1849 in western American state of California. The Chinese called USA the “Flowery Flag Country.” Thousands of Chinese immigrants had been flocking into California. By 1855, there were 40,000-Chinese or one-sixth of state’s population in the California.

The Sun’s two uncles, Sun Xue-cheng and Sun Guancheng, had gone earlier to seek their fortune in the California goldfields. Xuecheng died at sea near Shanghai in 1864 and Guancheng died in 1867 at 39 in California.  (Zanella)

Despite their untimely deaths, the attraction of a better life was kept alive for the Sun brothers by their uncles’ mothers who told stories of their sons while living in the Sun household.

At 17, following his father’s urging, Sun Mei went off to Hawaiʻi – to escape from the local poverty and poor agrarian conditions of his home.  Another of his uncles had a business in Honolulu and he took Sun Mei back to Hawaiʻi with him in 1871.  (Zanella)

Sun Mei began a career as a hired vegetable gardener. Before the end of the year, he went into business for himself by leasing land at ʻEwa, Oʻahu. He cleared the land and planted rice. He began to prosper after a short period of time and opened a store on Nuʻuanu Street in Chinatown.

Then, he returned to China to find a bride. While there, he recruited over a hundred men to work in Hawaiʻi’s new sugar plantations (at the time, the growing sugar plantations needed field labor.)

He moved to Maui and went from labor broker to shop owner, in 1881 opened a grocery store in Kahului (“De Chong Long” (named after his son,)  dealt in real estate, then established a ranch in Kamaole, where he was as skilled at riding and roping as any man on the mountain.  (Maui Magazine)

Some called him the “Maui King” and the “King of Kula,” partly for his larger-than-life persona and partly for the size of his cattle ranch – it spread all the way from Polipoli Forest to the shoreline at Kihei.  (Wood)

Sun Mei was one of the wealthiest Chinese in Hawaiʻi during his time (at the turn of the century.)  He had owned almost 100-properties on Oʻahu and Maui.

He arranged for his younger brother to join him; in 1879, then 13 years of age, Yat-sen journeyed to Hawaiʻi to join his older brother.  The younger Sun entered ʻIolani at age 14.  (ʻIolani)

In Sun Yat-Sen’s four years in Hawaiʻi (1879-1883), he is said to have attended three Christian educational institutions: ʻIolani College, St. Louis College and Oʻahu College (Punahou School.)

Shortly after, Yat-sen left Hawaiʻi and returned to China to initiate his revolutionary activities in earnest.  The funding of the First Canton Uprising mainly came from the Chinese in Hawaiʻi, including his brother (that uprising effort failed.)

On another visit to Hawaiʻi (in 1903,) Sun reorganized the Hsing Chung Hui into Chung Hua Ke Min Jun (The Chinese Revolutionary Army) in Hilo.  After reorganization, the group spread all over China and rallied all the revolutionists under its wings.

From 1894 to 1911, Yat-sen traveled around the globe advocating revolution and soliciting funds for the cause. At first, he concentrated on China, but his continued need for money forced him elsewhere. Southeast Asia, Japan, Hawaii, Canada, the United States, and Europe all became familiar during his endless quest.  (Damon)

Through the years, Sun Mei eventually sold all of his properties and businesses to support his brother’s revolution.    Sun Mei sold his ranch in 1908; now the land belongs to the Haleakala Ranch Company, which uses the land to breed cattle.

Sun Mei returned to his ancestral village. Later he built a house and lived in Kowloon across from Hong Kong.  His house became a place where the revolutionists met.  Sun Mei had given his whole fortune to his younger brother’s revolution.

Eventually (in 1911,) Sun Yat-sen overthrew the Qing Government and established the Republic of China.  In 1912, Sun Yat-sen was elected the first President of the Republic of China.

© 2022 Hoʻokuleana LLC

Filed Under: Prominent People Tagged With: Hawaii, Maui, Sun Yat-sen, Republic of China, Sun Mei

November 13, 2022 by Peter T Young 9 Comments

Hawaiian … Banned?

Simply stated … the Hawaiian language was never banned.

That does not mean, however, that the use of the Hawaiian language did not diminish, nor that Hawaiian language speakers did not decline. But it is not correct to say the Hawaiian language was ever banned or outlawed.

Many Point to a 2022 Resolution as ‘Evidence’ that the Hawaiian Language was Banned

In 2022, the Hawai‘i legislature adopted HCR 130 and “offers this resolution as an apology to the Native Hawaiian people for the effective prohibition in Hawaii schools of the instructional use of ‘Ōlelo Hawaii from 1896 to 1986”.

Like a lot of others, the legislature overlooks some historical facts and historical context, including,

The Resolution states Act 57, Laws of the Republic of Hawaii 1896 “declared an English-only law over Hawaii’s public schools, prohibiting the use of ‘Olelo Hawaii as a medium instruction”.

  • Like many others, the legislature only referenced one part of the sentence in Act 57; the entire sentence reads, “The English language shall be the medium and basis of instruction in all public and private schools, provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department, either by its rules, the curriculum of the schools, or by direct order in any particular instance.”

The plain language of the law is clear and unambiguous; and, there is no statement that the Hawaiian language was banned. If a school wanted to teach Hawaiian, it could seek permission from the Department.

An example of non-English language school instruction in the Islands was the formation and upward trend of instruction in the Japanese language schools in Hawai‘i. (These were typically after school instruction.)

This claim of ‘banning the Hawaiian language’ (because of this law or for other theories) ignores what people back then believed and/or preferred.

The legislature overlooked that Kings of the Hawaiian Kingdom wanted English language instruction and the people asked for it.  By 1850, English had become the language of business, diplomacy, and, to a considerable extent, of government itself.

The legislature overlooks the downward trend in enrollment and number of Hawaiian language schools that was evident well before the enactment of the law.

  • In 1854, there were 412-Hawaiian language instruction common schools with a total enrollment of 11,782-pupils; By 1874, the number of common schools declined to 196, with only 5,522-students enrolled (71% of the overall student population.) By 1878, 61% of the students were still enrolled in Hawaiian language schools; by 1882, that figure had dropped to 33%.
  • In 1895, the year before Act 57 was implemented, there were only 3 Hawaiian language schools with only 59 students – at the same time, there were 184 English language schools with 12,557 students – 99.5% of the students were in English language schools.

According to the Alexander and Atkinson, the reason for such a decline in Hawaiian language schools was,

“the desire of the Hawaiians to have their children taught the English language. Petition after petition is constantly being received by the Board asking to have the Common Schools [i.e., those taught in Hawaiian] changed into English Schools. The result will be then in a very few years more the Common Schools will have ceased to exist.”

The legislature overlooks the existence and expansion of the Hawaiian Language Newspapers in circulation; the numerous Hawaiian language newspapers that existed well beyond Act 57 (1896) confirms the Hawaiian language was not banned.

  • Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers. Approximately 125,000 pages were published, equating to roughly 1.5 million pages of ‘ike if transferred to A4 typescript.

I agree with the legislature that “due to Act 57, many students were punished for speaking ‘Ōlelo Hawai‘i at school.”  Others were punished at home.

However, those were personal family and school decisions, a choice each of them made; that was not the result of a broad ban on the language.  And, we need to consider the norms at the time related to Corporal Punishment – back then, many believed that corporal punishment was necessary to the maintenance of proper discipline, and it was common to use Corporal Punishment for disruptive and/or disrespectful behavior.

In reality, then and now, the use of force (by parents on their children and teachers on students) was an allowed and accepted practice of discipline.

Corporal Punishment was allowed under Hawaiian Kingdom law authorized by the King and Privy Council; as noted in Statute Laws of His Majesty Kamehameha III, 1846, Chapter III.

Use of force continues to be allowed under existing Hawai‘i law.  Today, in Hawai‘i Revised Statutes (HRS)  §703-309  Use of force by persons with special responsibility for care, discipline, or safety of others, the use of force upon or toward the person of another is justifiable.

This discussion is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

Simply stated … use of the Hawaiian language was never banned by law and the historical facts prove it.  This is further explained in the following.

Early Education Programs in the Islands

When Captain Cook first made contact with the Hawaiian Islands in 1778, Hawaiian was a spoken language but not a written language. Historical accounts were passed down orally, through oli (chants) and mele (songs).

Before the foreigners arrived, Hawaiians had a vocational learning system, where everyone was taught a certain skill by the kahuna. Skills taught included canoe builder, medicine men, genealogists, navigators, farmers, house builders, priests, etc.

The arrival of the first company of American missionaries marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of chiefs to stimulate the people to reading and writing. The missionaries established schools associated with their missions across the Islands.

Interestingly, these same early missionaries taught their lessons in Hawaiian to the Hawaiians, rather than English. The missionaries learned the Hawaiian language, and then taught the Hawaiians in their language. In part, the mission did not want to create a separate caste and portion of the community as English-speaking Hawaiians.

Kuykendall (Volume 2) helps to explain the formation/operations of the early education programs in the Islands, “[T]he American Protestant missionaries were the most potent driving force in the educational system of the kingdom; natives educated in schools founded and carried on by missionaries and missionary children constituted a great majority of the teachers in the common schools, while many missionary children became teachers in select schools.”

“All the schools in the kingdom could be divided into two main categories: (1) common schools and (2) select schools. The common schools were the free public schools maintained by the government. whose object was ‘to instruct the children of the nation in good morals, and in the rudiments of reading, writing, geography, arithmetic, and of other kindred elementary branches.’”

“They were taught in the Hawaiian language by native Hawaiian teachers and afforded the only educational opportunity available to the great majority of the children of the nation.”

“Select schools, besides being, as the term implied, of better quality than the common schools, had various special objectives: to qualify their students for positions above the level of the common laborer, to teach them the English language, to supply teachers for the public schools, to train girls to be good housewives and mothers. In most of the select schools, English was the medium of instruction and a tuition fee was charged.”

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands”. (Lee, December 2, 1847, Privy Council Minutes)

As time moved forward from the mid-nineteenth-century, to the end of the nineteenth-century, and after many meetings of the Board of Education, vocational education was implemented in to the school system. (Iaukea)

King Kamehameha III also saw the importance of education for all. “Statute for the Regulation of Schools” was adopted on October 15, 1840. Its preamble stated,

“The basis on which the Kingdom rests is wisdom and knowledge.”

“Peace and prosperity cannot prevail in the land, unless the people are taught in letters and in that which constitutes prosperity. If the children are not taught, ignorance must be perpetual, and children of the chiefs cannot prosper, nor any other children”.

The Law People Cite Does Not Ban Hawaiian – No Other Law Banned the Hawaiian Language

Many point to Act 57, Sec. 30 of the 1896 Laws of the Republic of Hawai‘i as the justification for their claim that Hawaiian was banned. That law states:

“The English language shall be the medium and basis of instruction in all public and private schools, provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department, either by its rules, the curriculum of the schools, or by direct order in any particular instance. Any schools that shall not conform to the provisions of this section shall not be recognized by the Department.”

Some suggest that the law passed by the Provisional Government that required English language instruction was “an intentional effort to strip language and culture from Native Hawaiians and other groups that came here. But it was more harmful to Hawaiians because Hawaiian had been the primary language for centuries.” (Star Advertiser article)

Statements like this ignore the facts. A simple review of the law shows that the language was not banned.

The plain language of the law is clear and unambiguous.

There is no statement in that that the Hawaiian language was banned. While it did say that “English language shall be the medium and basis of instruction,” the very next words in the same sentence of the law says, “provided that where it is desired that another language shall be taught in addition to the English language, such instruction may be authorized by the Department.” So, if a school wanted to teach Hawaiian, it could seek permission from the Department.

Growth in the Japanese Language Schools

An example of non-English language school instruction in the Islands was the formation and upward trend of instruction in the Japanese language schools in Hawai‘i.  (These were typically after school instruction; however, they were schools providing instruction in another language, other than English.)

In 1898 (well after the law was passed mandating English as the medium and basis for instruction), Rev. Okumura wanted to create educational opportunities for children of Japanese immigrants and requested the Ministry of Education in Japan to help provide Japanese language textbooks.

These textbooks were identical to the ones used in Japan and had been used by many schools. The number of schools expanded to a total of 134 by 1915.

Kings of the Hawaiian Kingdom Wanted English Language Instruction; the People Asked For It

This claim of ‘banning the Hawaiian language’ (because of this law or for other theories) ignores what people back then believed and/or preferred.

English was taught in Select Schools; that program was not funded by the government. As early as 1851, it was noted (Richard Armstrong, Minister of Public Education to the Hawaiian Legislature), that,

“What seems to be most needed now, is provision for the instruction of the interesting and increasing numbers of white and half-caste children in the several white settlements on the Islands; but more especially in Honolulu: and for natives who wish to acquire the English language.” (emphasis added)

Kuykendall (Volume 1) notes that the people wanted their children to be taught in English; in 1853, Armstrong wrote,

“On my tours around the Islands, I have found parents everywhere, even on the remote island of Niihau, most anxious to have their children taught the English language; and the reason they generally gave was a most sound and intelligent one, that without it – they will, by-and-by be nothing, and the white man everything.” (emphasis added)

Interest and motivation for Native Hawaiians to learn English had the attention of Kamehameha III. At the opening of the 1854 legislative session, King Kamehameha III gave the following remarks (in part),

“I have ordered my Minister of Public Instruction to submit to you, at length, the important subject of the education of my people, as the surest means of elevating them in the scale of morals, and of usefulness to themselves and the State.”

“There is a growing desire among my native subjects, that their children should acquire a knowledge of the English language, and considering the universality of that language in all the transactions of business, such a desire is very natural.” (emphasis added)

Accordingly, the legislature passed An Act for the Encouragement and Support for English Schools for Hawaiian Youth, July 20, 1854.

At the opening of the 1855 legislative session, King Kamehameha IV gave the following remarks (in part), saying,

“To foster education and widen every channel that leads to knowledge, is one of our most imperative duties. … It is of the highest importance, in my opinion, that education in the English language should become more general, for it is my firm conviction that unless my subjects become educated in this tongue, their hope of intellectual progress, and of meeting the foreigners on terms of equality, is a vain one.” (emphasis added)

At the opening of the 1856 legislative session, King Kamehameha IV gave the following remarks (in part),

“It is particularly gratifying to know that instruction in the English language is prosecuted with so much success among my native subjects. I recommend you to make as liberal a provision for the support of this class of schools as the state of my Treasury will admit.” (emphasis added)

At the opening of the 1860 legislative session, King Kamehameha IV gave the following remarks (in part),

“The all-important subject of Education now occupies the public mind with more than usual interest, and I particularly recommend to your favorable notice the suggestions of the President of the Board of Education, with reference to substituting English for Hawaiian schools, in so far as may be practicable, and also in relation to the granting of Government aid towards independent schools for the education and moral training of females.” (emphasis added)

At the opening of the 1862 legislative session, King Kamehameha IV gave the following remarks (in part),

“The importance of substituting English for Hawaiian schools I have already earnestly recommended, and in again bringing the subject to your attention, I would touch upon a matter which I think of equal importance, and that is in raising the standard of elementary education in the Common Schools.” (emphasis added)

Wist, in A Century of Public Education noted,

“Native youths, and to some extent their parents, saw the economic advantages in a knowledge of English. Kamehameha IV and later monarchs favored the change. Thus gradually there were accumulating numerous forces in favor of the dominance of English.” (emphasis added)

Enrollment Declines in Hawaiian Language Schools

Another issue people overlook was the obvious downward trend in enrollment and number of schools that taught in the Hawaiian language that was evident well before the enactment of the 1896 law.

Al Schutz, in The Voices of Eden, notes that School Attendance records clearly show the downward trend of student enrollment in Hawaiian language schools and the increases in enrollment for English language schools. That trend started well before the 1896 law. The following is a copy of Schutz’s table 16.1 (p. 352)

As noted by Schutz, “The figures in table 16.1 are corroborated by statistics from a different source, an article on the history of education in Hawai’i (Alexander and Atkinson 1888): in 1878, the schools that taught in Hawaiian contained 61.8% of the total school population, but in 1888, only 15.7%.

In the year the law that mandated English as the medium of instruction (1896), the number of Hawaiian language schools had dropped to only 3 schools and 59 students in Hawaiian language schools. In contrast, the year the law was adopted, the number of English language schools had grown to 184 schools and over 12,500 students – 99.5% of the total school enrollment in the year the law was passed was in English language schools.

According to the Alexander and Atkinson, the reason for such a decline in Hawaiian language schools was,

“the desire of the Hawaiians to have their children taught the English language. Petition after petition is constantly being received by the Board asking to have the Common Schools [i.e., those taught in Hawaiian] changed into English Schools. The result will be then in a very few years more the Common Schools will have ceased to exist. (emphasis added)

It is very likely that the change to English only in instruction was at least in part a business decision; but nobody suggests that – they fall back to the colonialism and race-based claims.

However, the attendance data is clear, enrollment (and the number of school) in Hawaiian language schools had been in decline for many years and were almost gone at the time the law that mandated English as the medium of instruction was passed.

The Existence and Expansion of the Hawaiian Language Newspapers (1834 – 1948) Confirms the Hawaiian Language Was Not Banned

The proliferation of Hawaiian language newspapers, well after the so-called ‘ban,’ verifies that Hawaiian was not banned and was part of society. Of note, “Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers.” (Lorenzo-Elarco)

The University of Hawai‘i prepared a brief chronicle on the Hawai‘i newspapers,

The first newspaper printed in Hawaii was a student newspaper, Ka Lama Hawaii (The Hawaiian Luminary), produced Feb. 14, 1834 at Lahainaluna on Maui. It was written in Hawaiian, as were many of the early Island newspapers. …

The longest running of these papers was Ke Aloha Aina, begun in 1895 by Joseph and Emma Nawahi. Joseph Nawahi was a journalist – statesman who severed in the first Territorial legislatures. After his death, Emma Nawahi edited the paper through its last issues in 1920.

A summary prepared by J. Hauʻoli Lorenzo-Elarco titled ‘He Hōʻiliʻili Hawaiʻi: A Brief History of Hawaiian Language Newspapers’ confirms the existence and continuation of Hawaiian language newspapers that went well beyond the effective date of the law that many claim ‘banned’ the use of the Hawaiian language.

That summary states,

Between 1834-1948, Hawaiʻi saw the publication of over 100 different Hawaiian language newspapers. Approximately 125,000 pages were published, equating to roughly 1.5 million pages of ‘ike if transferred to A4 typescript.

Another summary by Joan Hori, Hawaiian Collections curator at Hamilton Library, University of Hawai‘i noted,

Ka Hoku o ka Pakipika (started in September [1861]), edited by David Kalākaua, was followed by Ka Nupepa Kuokoa in October. This latter newspaper was to become the longest lasting Hawaiian language newspaper, published monthly in October, November, and December of 1861, and weekly thereafter until December 29, 1927. In the course of its history it would absorb a number of rival newspapers. According to Helen Chapin the editors of Kuokoa …

John Reinecke writes, ‘The Kuokoa (1861 to 1927) in particular was for the long while a journal of opinion as well as information and afforded an outlet for the literary and didactic ambitions of Hawaiians.’ (Hori, Hamilton Library, UH)

Corporal Punishment

As noted, there are many reports of families not letting children speak Hawaiian – those were personal family decisions, a choice each of them made; that was not the result of a broad ban on the language. Likewise, people report they or their family members were beaten for speaking Hawaiian in school.

The following is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

In order to understand his position, we need to look at the historical context of corporal punishment. Why is this important?

It is important because the claims the people were beaten for speaking Hawaiian give the impression that Corporal Punishment at home and in the schools was beyond the norm and was an unacceptable form of discipline.

Calling it out gives the impression that this form of discipline was overly aggressive and punitive, beyond the standard of the day. Doing so gives a false impression of what was the norm/acceptable at the time.

In reality, then and now, the use of force (by parents on their children and teachers on students) was an allowed and accepted practice of discipline.

Corporal Punishment was allowed under Hawaiian Kingdom law authorized by the King and Privy Council; as noted in Statute Laws of His Majesty Kamehameha III, 1846, Chapter III. Of the Public and Private Schools:

“Section XV. It shall be lawful for any licensed teacher in actual employment in any sub-division of any of said districts to administer correctional punishment to the pupils of his school when, in his judgment, necessary, and the teacher so acting shall not be in any way amenable therefor:”

Use of force continues to be allowed under existing Hawai‘i law.

Today, in Hawai‘i Revised Statutes (HRS) §703-309 Use of force by persons with special responsibility for care, discipline, or safety of others. the use of force upon or toward the person of another is justifiable.

That commentary within the Hawai‘i State laws goes on to state,

“The section is substantially in accord with preexisting Hawaii law. Hawaii law permits parents “to chastise [their children] moderately for their good.” Under prior law, any corporal punishment was permitted if reasonable. To the extent that Hawaii case law suggests that the parents have uncontrolled discretion to discipline their children, the Code represents a change.”

“Similarly, teachers have had authority under Hawaii case and statutory law to use force to maintain discipline in the schools. The punishment must have been reasonable, and the teachers’ discretion was considered less extensive than that of parents.”

This was not unique to Hawai‘i.

A 2016 book abstract of Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy by Elizabeth Gershoff and Sarah Font states, “School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year.”

There are men alive today (in the Islands and on the continent) who, when students, made their own paddles in shop class – and, when discipline at school was necessary, carried that paddle to the principal’s office for a paddling.

Other stories of Corporal Punishment by Nuns in Catholic Schools, as well as teachers in other schools, are notorious.

This discussion is not a defense of nor support for Corporal Punishment; it is presented so readers have the correct historical context.

(I realize this is already long, but the following link provides additional information showing that the Hawaiian language was not banned:)

Click to access Hawaiian-Language-Was-Never-Banned.pdf

Simply stated … use of the Hawaiian language was never banned.

© 2022 Hoʻokuleana LLC

Hawaiian Alphabet
Hawaiian Alphabet
Pīʻāpā
Pīʻāpā
Act_57-Section_30-Laws_of_the_Republic_of_Hawaii-Passed_by_the_Legislature-1896
Act_57-Section_30-Laws_of_the_Republic_of_Hawaii-Passed_by_the_Legislature-1896
Civil Laws-Chapter_10-Dept_of_Public_Instruction-paragraph_123-1897
Civil Laws-Chapter_10-Dept_of_Public_Instruction-paragraph_123-1897
Act_191-Laws_of_the_Territory_of_Hawaii-Passed_by_the_Legislature-1919
Act_191-Laws_of_the_Territory_of_Hawaii-Passed_by_the_Legislature-1919
Hawaiian-English Schools Number and Attendance

Filed Under: Ali'i / Chiefs / Governance, Missionaries / Churches / Religious Buildings, Hawaiian Traditions, Schools Tagged With: Missionaries, Hawaiian Language, Hawaiian, Hawaii

November 12, 2022 by Peter T Young Leave a Comment

Kihapū

Triton shell trumpets were used in Italy as long ago as 5150 BC. “Blowing shells” are called Shanka in India, Dung-dkar in Tibet, Quiquizoani in Mayan culture, Nagak in Korea, and Horagai in Japan. (Tarleton)

Conch is a common name of a number of different medium-to-large-sized gastropods (sea snails).  The pū is a Hawaiian conch shell; most in Hawai‘i are from the Triton’s Trumpet and the Helmet Shell.  (Tarleton)

The Pū was used to accompany chants, to announce the beginning of a ceremony, and to communicate across the ocean between people in canoes and those on land.  The blowing of the Pū should always be accompanied by protocol.

When it’s blown, how many times and in which directions all have a complex set of meanings. Traditionally, the Pū was not blown at night; it was thought that doing so would be a call to spirits of the night and darkness. (Hoewa‘a)

We first learn of conch shell use in Hawai‘i in a February 1779 entry in Cook’s Journal.  Initially, Cook “had been received with honour and various rites which he had failed to understand as identifying his arrival as that predicted for Lono, a local deity.”

“Having then left Hawaii he was forced back by storm and a broken mast – a return which caused confusion among the Hawaiians as not conforming to their understanding of the situation.”

The Journal notes, “During the whole morning, we heard conchs blowing in different parts of the coast; large parties were seen marching over the hills …”

“… and, in short, appearances were so alarming, that we carried out a stream anchor, to enable us to haul the ship abreast of the town, in case of an attack; and stationed boats off the north point of the bay, to prevent a surprise from that quarter. …”

Pukui provides insight on a conch story that happened a few centuries prior, “In the days when Kiha was chief of Waipi‘o life in that valley was made miserable by the sounding of the menehune pū. Above the cliff-walled valley was [menehune] land ,where the little people lived their lives with small concern for the Hawaiians below.”

“Our night was day for them and it was then they blew upon their pū, or conch-shell trumpet. Down into the valley came the clear sound of the pū to be tossed back and forth by echoing cliffs till all Waipi’o was filled with sound. Dogs woke and barked, babies cried and there was little sleep to be had the whole night through.”

“Kiha, the chief, offered a reward to any man who would steal the pū and bring it to him. … [Kiha approached a dog owner and] A sudden thought came to Kiha.”

“‘Do you think,’ he asked the old man, ‘that your dog [Puapua] could get something for me? Each night the menehune blow their conch-shell trumpet. There is no sleep for me! No sleep for all Waipi‘o! Do you think your dog can get that pu?’”  The dog then went to retrieve the pū.

“It was a big yellow dog who loosened the conch-shell trumpet, got it firmly in his mouth and stole out of the village onto the trail. Then he ran! But, as he ran swiftly, the wind blew through the conch with a low whistling. That sound woke the menehune. Their pū! Their pū was gone!”

“[T]he big dog scrambled from the river and dropped the pū at Kiha’s feet. Eagerly the chief picked it up. He had it! No more sleepless nights!”

“Kiha kept the pū. With it he sent messages or summoned workers. From that time it bore his name – the Kihapū.” (Pukui)

Kalākaua has a somewhat different take on Kihapū; he noted, “Many legends are related of the manner in which Kiha became

possessed of this marvellous shell …”

“… but the most probable explanation is that it was brought from some one of the Samoan or Society Islands three or four centuries before, and had been retained in the reigning family of Hawaii as a charm against certain evils.”

“In the hands of the crafty Kiha, however, it developed new powers and became an object of awe in the royal household. Whatever may have been the beneficent or diabolic virtues of this shell-clarion of Kiha-of the Kiha-pu, as it is called”.

In Kalakaua’s version, Kiha-pū was stolen from Kiha and he asked a man to have his dog retrieve it; “In a marshy forest in the mountains back of Waipio a band of conjuring outlaws have lately found a retreat.”

“A magic shell of great power, stolen from me many years ago, is now in the possession of some one of them-probably of Ika, their chief.”  The dog retrieved it for Kiha.

“The overjoyed king raised and placed the trumpet to his lips, and with a swelling heart roused the people of Waipio with a blast such as they had not heard for more than eight years.” (Kalakaua) Kahipū is at the Bishop Museum.

© 2022 Ho‘okuleana LLC

Filed Under: Ali'i / Chiefs / Governance, Hawaiian Traditions Tagged With: Waipio, Kahipu, Kahi-pu, Kahi

November 10, 2022 by Peter T Young Leave a Comment

Hawaiian Pineapple Day

“Pineapple growers in Hawaii during 1914 and 1915 are said to have sold their fruit at an average loss. Those producing this variety of fruit, and particularly those on the island of Maui, have not yet learned what price they will be offered by the canners this year, although there are indications that it will be better than during the past two years.”

“According to a grower in the Haiku district, island of Maui, there is evidence that the pack will not show the increase this year that it has in the past.”

“Many small growers on Oahu have been compelled to dispose of their holdings by practical inability to sell their fruit at all, and a considerable acreage has been allowed, for this reason, to grow up in weeds.”

“On Maui the crop will be short, both for the reason that the independent growers have not been planting heavily, on account of uncertainty as to price, and that the plantings suffered severely from incessant rains. The quality of the season’s pack also may be below the normal.”

“In order to stimulate planting the canning companies are advancing money to homesteaders and others. This has not been reported for several years. It is done on Oahu, and on Maui the Haiku Fruit & Packing Co. is also helping to finance small growers.”

“A homesteader in the Kuiaha tract has undertaken to plant 50 acres, and has been allowed an advance of $100 per acre for the property. Everything to interest planting has been done. However, the output for the Maui pack for the next two or three years is estimated to be smaller than in the past.”

“The price paid the growers on Maui last season was $11.25 per ton for first-class fruit, which low rate accounts for the indifference of growers in relation to extending their acreage. The new price will be announced in May.”

“The price of canned fruit has advanced some during the year and this may benefit the growers. The total pineapple pack for all the islands in 1915 was 2,175,000 cases.”

“The large pineapple canneries, such as the Hawaiian Pineapple Co., Thomas Pineapple Co., Libby, McNeil & Libby,  Haiku Fruit & Packing Co., and others which have large acreages of their own, independent of individual growers, had a large pineapple tonnage at their direct command throughout the year.”

“The Hawaiian Pineapple Packers’ Association, of Honolulu, entered into two extensive advertising campaigns in 1915. One was a grocery-window display of Hawaiian-canned pineapples in practically every State on the American mainland …”

“… while “Hawaiian Pineapple Day” … called for the preparation of special Hawaiian pineapple menus in American hotels from the Atlantic to the Pacific.”  (Commerce Reports)

“[T]he growers in Hawaii realized that they were not helping themselves by trying to promote individual brands. Instead, they decided to focus on promoting the Hawaiian pineapple over other foreign suppliers to increase America’s awareness of the product and through that, demand.” (Calabretta)

It had an inauspicious start … they proposed November 23, 1915 as ‘Hawaiian Pineapple Day,’ but mainland wholesalers said that was too close to Thanksgiving and retailers didn’t want to give up display space.

“Turkeys, cranberries, roast suckling pigs with apples in their mouths, and other Thanksgiving dainties will fill the windows of the mainland grocers Thanksgiving week, and Pineapple Day would be bound to suffer in the comparison.”

“The advice of the wholesale grocers, however, once given, was controlling. After comparatively little consideration, the joint committee decided that it could not afford to go counter to the judgment of its most valued aids, and took action accordingly.”

So, Hawaiian Pineapple Day was changed and celebrated November 10, 1915.  “On that day the Hawaiian Pineapple will be elevated to royal honors and proclaimed the King of Fruits.”

“We will place on the tables of the President of the United States, the Governors of States and Mayors large mainland cities, delicious bowls of sliced pineapples.”

“We believe that no menu, on Wednesday, November 10, 1915, will be complete unless its array of includes many dishes composed of the juicy Hawaiian pineapple. Last year practically every large hotel and cafe in the United States, and every railroad dining car and steamship dining saloon headed their menus ‘Hawaiian Pineapple Day,’ in red letters.”

“Grocers windows from Boston to San Francisco presented Hawaiian pineapples to the gaze of the passing public.  We ask you to join with us in this celebration, by jotting down the date now, and thus help us show the world that the ‘Paradise of the Pacific’ has a new industry designed to satisfy mankind’s ‘sweet tooth.’” (California Grocers Advocate)

‘Hawaiian Pineapple Day’ was at the Panama Pacific Exposition, held in San Francisco in November 1915, complete with Hawaiian leis for visitors with a pineapple hangtag naming the time and place.

The exposition was widely advertised. Canned pineapple was placed before President Wilson and the State Governors on that day, and hotels and cafes throughout the United States featured Hawaiian pineapple. (Canning Trade)

In San Francisco the day was observed in an impressive manner, the event culminating in a celebration on the grounds of the Panama-Pacific Exposition that the San Francisco Chronicle believed was by far the most impressive of the events designed to promote a food product.”

An immense crowd was attracted and 5,000 cans of pineapples were given away to visitors at the Palace of Horticulture. (San Francisco Chronicle)

The association was so helpful, we take it for granted in ads today. Similar to how California was portrayed as a wealthy, luxurious paradise, Dole capitalized on Hawaii’s tropical flair and mystery tenfold.

Hawaii was incredibly exotic and fantastic to mainland Americans who had only read of such a place in books. Pineapples represented “the flavor of aloha” as stated on Dole’s website.  (Calabretta)

The statistical results of the [Hawaiian Pineapple Day] campaign have been compiled by the Hawaii Promotion Committee and the Hawaiian Pineapple Packers’ Association, indicating that it was satisfactory.” (American Food Journal)]

The association not only helped increase sales, but also let Hawaiian growers command a higher price, even today. Many pineapples are grown and sold cheaper in Taiwan, but America’s trust has already been placed in the Dole Corporation and its Hawaiian fruits. (Calabretta)

© 2022 Ho‘okuleana LLC

Filed Under: Economy, General Tagged With: Dole, Panama-Pacific International Exposition, Hawaiian Pineapple Day, 1915, Hawaii, Pineapple

  • « Previous Page
  • 1
  • …
  • 195
  • 196
  • 197
  • 198
  • 199
  • …
  • 662
  • Next Page »

Images of Old Hawaiʻi

People, places, and events in Hawaiʻi’s past come alive through text and media in “Images of Old Hawaiʻi.” These posts are informal historic summaries presented for personal, non-commercial, and educational purposes.

Info@Hookuleana.com

Connect with Us

  • Email
  • Facebook
  • LinkedIn
  • Twitter
  • YouTube

Recent Posts

  • Kuahewa
  • Adventures of a University Lecturer
  • 250 Years Ago … Continental Navy
  • Wī
  • Anthony Lee Ahlo
  • Women Warriors
  • Rainbow Plan

Categories

  • Voyage of the Thaddeus
  • Mayflower Summaries
  • American Revolution
  • General
  • Ali'i / Chiefs / Governance
  • Buildings
  • Missionaries / Churches / Religious Buildings
  • Hawaiian Traditions
  • Military
  • Place Names
  • Prominent People
  • Schools
  • Sailing, Shipping & Shipwrecks
  • Economy

Tags

Albatross Al Capone Ane Keohokalole Archibald Campbell Bernice Pauahi Bishop Charles Reed Bishop Downtown Honolulu Eruption Founder's Day George Patton Great Wall of Kuakini Green Sea Turtle Hawaii Hawaii Island Hermes Hilo Holoikauaua Honolulu Isaac Davis James Robinson Kamae Kamaeokalani Kamanawa Kameeiamoku Kamehameha Schools Lalani Village Lava Flow Lelia Byrd Liliuokalani Mao Math Mauna Loa Midway Monk Seal Northwestern Hawaiian Islands Oahu Papahanaumokuakea Marine National Monument Pearl Pualani Mossman Queen Liliuokalani Thomas Jaggar Volcano Waikiki Wake Wisdom

Hoʻokuleana LLC

Hoʻokuleana LLC is a Planning and Consulting firm assisting property owners with Land Use Planning efforts, including Environmental Review, Entitlement Process, Permitting, Community Outreach, etc. We are uniquely positioned to assist you in a variety of needs.

Info@Hookuleana.com

Copyright © 2012-2024 Peter T Young, Hoʻokuleana LLC

 

Loading Comments...